Whether a university’s role should be to prepare graduates for specific jobs or simply to educate without a particular vocation in mind is a debatable issue. This essay believes that universities fulfill both purposes. The essay will first discuss the function of vocational courses, followed by a discussion of more traditional tertiary education.
Some students have a very specific job in mind when they enroll at university. Medicine, dentistry and accountancy have clear career paths and they allow people to focus on and then undertake a certain profession upon graduation. This suits those who have decided on a career and it avoids them wasting time studying a more general subject like English. For instance, in the United States, you must complete four years of higher education before you can study law and many feel that these four years are a waste of time, that would have been better used focusing on their chosen discipline.
However, this is not suitable for everyone and many people have no idea what job they would like to do when they are 18. For these young people, it is better to do a non-vocational course, such as philosophy and simply add to their intellect without a career goal in mind. If they were forced to study a more practical subject, they are more likely to quit or become disillusioned because they don’t see the point of their chosen subject. For example, The Times recently reported that only 50% of law graduates actually want to become lawyers at the end of their studies.
In conclusion, the function of college is to both prepare students for the workforce and provide knowledge and which one a person chooses should depend on their preference at the time.
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Whether universities should
Whether universities should provide basic knowledge to the students or impart information regarding the specific field is a debatable issue. Some people believe that universities should teach academically to the students so they can themselves choose later what they want to pursue whereas others think that it is wise to teach them the skills and education they need regarding their vocation.
On one hand, teaching basic and general subjects to the students would increase their intellect as a whole, and it will help them decide what subjects they are interested in. Furthermore, most of the students are initially unaware of their future career, so getting basic knowledge would aid them in all domains. For instance, doctors during their university life are bound to learn about laws in physics which aparentally seems purposeless, but they do encounter scenarios related to physics laws in their practical life. Thus, it is wise to make students learn about general things regardless of their course.
On the other hand, imparting knowledge and skills particular to the their workforce is more beneficial because it saves the extra time they spend in attaining the additional information. This time can be spent in polishing the required skills and adding on their required knowledge. For example, in the U.K a student has to complete three years of college attaining the general education before pursuing their law profession which is considered useless. Hence, such a practice is mere waste of time.
To conclude, although attaining general education in the university seems waste of time apparently, it is beneficail in longterm.
Grammar and spelling errors:
Line 1, column 9, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
Whether a university's role should be to pre...
^
Line 3, column 469, Rule ID: MANY_NN[1]
Message: Possible agreement error. The noun feel seems to be countable; consider using: 'many feels'.
Suggestion: many feels
... education before you can study law and many feel that these four years are a waste of ti...
^^^^^^^^^
Line 3, column 580, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to discipline'
Suggestion: to discipline
...en better used focusing on their chosen discipline. However, this is not suitable for e...
^^^^^^^^^^
Line 5, column 436, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to subject'
Suggestion: to subject
...on't see the point of their chosen subject. For example, The Times recently report...
^^^^^^^
Transition Words or Phrases used:
actually, first, however, if, so, then, for example, for instance, in conclusion, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 13.1623246493 76% => OK
Auxiliary verbs: 7.0 7.85571142285 89% => OK
Conjunction : 11.0 10.4138276553 106% => OK
Relative clauses : 8.0 7.30460921844 110% => OK
Pronoun: 27.0 24.0651302605 112% => OK
Preposition: 37.0 41.998997996 88% => OK
Nominalization: 8.0 8.3376753507 96% => OK
Performance on vocabulary words:
No of characters: 1431.0 1615.20841683 89% => OK
No of words: 288.0 315.596192385 91% => More content wanted.
Chars per words: 4.96875 5.12529762239 97% => OK
Fourth root words length: 4.11953428781 4.20363070211 98% => OK
Word Length SD: 2.72046561451 2.80592935109 97% => OK
Unique words: 172.0 176.041082164 98% => OK
Unique words percentage: 0.597222222222 0.561755894193 106% => OK
syllable_count: 457.2 506.74238477 90% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 5.43587174349 129% => OK
Article: 3.0 2.52805611222 119% => OK
Subordination: 1.0 2.10420841683 48% => OK
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 2.0 4.76152304609 42% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 12.0 16.0721442886 75% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 24.0 20.2975951904 118% => OK
Sentence length SD: 44.5872272443 49.4020404114 90% => OK
Chars per sentence: 119.25 106.682146367 112% => OK
Words per sentence: 24.0 20.7667163134 116% => OK
Discourse Markers: 7.41666666667 7.06120827912 105% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 4.0 5.01903807615 80% => OK
Sentences with positive sentiment : 6.0 8.67935871743 69% => OK
Sentences with negative sentiment : 2.0 3.9879759519 50% => More negative sentences wanted.
Sentences with neutral sentiment: 4.0 3.4128256513 117% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.121609446948 0.244688304435 50% => OK
Sentence topic coherence: 0.0482900453332 0.084324248473 57% => OK
Sentence topic coherence SD: 0.0558301616308 0.0667982634062 84% => OK
Paragraph topic coherence: 0.092611479052 0.151304729494 61% => OK
Paragraph topic coherence SD: 0.0605987804117 0.056905535591 106% => OK
Essay readability:
automated_readability_index: 14.0 13.0946893788 107% => OK
flesch_reading_ease: 47.12 50.2224549098 94% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 12.7 11.3001002004 112% => OK
coleman_liau_index: 11.84 12.4159519038 95% => OK
dale_chall_readability_score: 8.77 8.58950901804 102% => OK
difficult_words: 72.0 78.4519038076 92% => OK
linsear_write_formula: 9.0 9.78957915832 92% => OK
gunning_fog: 11.6 10.1190380762 115% => OK
text_standard: 9.0 10.7795591182 83% => OK
What are above readability scores?
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Rates: 78.6516853933 out of 100
Scores by essay e-grader: 7.0 Out of 9
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.